Finding the Key information for the IEP PLOP SUMMARIZING THE PSYCHOLOGICAL

Finding the Key information for the IEP PLOP

Summarizing the Psychological

Present Level of Performance (PLOP)

5 Sections:

1.Evaluation/assessment results

2.Strengths3.Needs4.Parent concerns5.Impact of Disability

PLOP Evaluation/assessment

Data about the student:

1.Psychological assessment data

2.Group test scores3.Other test results or data (attendance, discipline info)4.Current Grades5.Progress data (toward previous IEP goals or RTI goals)

Psychological assessment

• Psychological Assessment data is gathered at least every 3 years

• Initial (“current” for 3 years)

• Re-evaluation (“current” for 3 more years)

• Re-evaluation may consist of: examination of current data about a student

or new evaluation/formal testing (if not enough current data)

Psychological assessment

How long would this information be relevant for the IEP PLOP Eval section?

Always include results for up to 2 years.

After that= IF results are still relevant to IEP, you may include them but must also include a statement explaining why they are still relevant.

After 3rd year, there may be newer assessment information. Look!

Test results are deemed as RELEVANT:

Sample: NAME’S most recent eligibility was determined on 3/6/13. NAME was found eligible for services in the category of Moderate Intellectual Disability. Although NAME’S test results are more than two years old, information regarding intellectual ability and adaptive behavior skills is still useful for understanding present functional needs.…(continue with summary of useful info).

Test results are deemed not relevant: (RARE)

Sample: NAME’S most recent eligibility was determined on ________ (insert date). NAME was found eligible for services in the category(ies) of ___________ (insert type of eligibility).

Sample Old test results statements

Packet of current information is gathered and examined.

New formal testing is NOT needed.

Sample statement for PLOP:NAME’s (fill in student’s name) most recent redetermination

was completed on ______________(date). He/She is eligible for special education services in the category(ies) of _______________________________________. Fill in applicable area(s).

Reevaluation/Redetermination conference data

Where do I find it in SEMS?

Formal individual assessment data

Some students will have current (within three years) formal individual psychological test reports.

Initial placements (new to special education).

Re-evaluations (where formal testing was needed to continue eligibility).

Transfer students where information from the previous system was not sufficient.

Where do I find the eligibility report in SEMS?

Where will I find the psychological report in SEMS?

Where will I find the psychological information in SEMS?

Must contain a SUMMARY of important information from the psychological/eligibility report.

One to two paragraphs at the most.

Be sure the summary is understandable to the reader.

Avoid educational jargon.

Explain meaning of any numbers.

Do NOT copy the entire psychological!

Individual Assessment Results for PLOP

I’m a teacher,

Not a Psychologist!

How do I find the important information in the psychological report?

All Disability Categories:

Intellectual ability

Academic achievement levels

Disability Specific:What is the information

needed for that category? For example:

LD: Processing strengths/weaknesses.

BD: Emotional/behavioral info.

MID/MoID: Adaptive behavior info.

What is the key information?

Test Name

Test Date

Domains

Domain scores, ranges, and/or deficit areas

Score explanation

Tests no more than two years old (unless you explain why still relevant)

What is GA DOE looking for?

Results of the psychological evaluation given on _____ (date) show that NAME is functioning in the ___________ range of intellectual ability based on ______ (name of test).

In the area of academic achievement, results of the ____ (name of test) on ____ (date) showed _____ for1. Reading (basic skills, fluency, comprehension?)2. Math (computation, reasoning/word problems?)3. Written Expression

Disability specific information summary (include date, name of test or tests given).

Other important information summary (where appropriate) (include date, name of test or tests given).

Summary Paragraph Outline

Most psychologists will include a paragraph somewhere in the Summary/Recommendations portion of the report that summarizes their key findings.

If you do not find such a paragraph, you will have to go to the actual Test Results section and dig deeper to get the needed information.

Step one: Look in the Summary section of the report

In this sample psychological report, the paragraph summarizing the relevant findings was easily located in a section headed “Summary.”

(see area in red)

Looking in the Summary section

In this example, the psychologist has included a paragraph that summarized the important findings after several paragraphs about eligibility requirements in Georgia.

(see circled area)

Looking in the Summary section

If you have located a paragraph that summarizes the important test findings, you may have most of the important information you need for this section of the PLOP.

However, remember that GA DOE also wants us to include the dates and names of the tests that were given. You will need to refer to the test results subheading of the psychological report or to the eligibility report to get that information.

Of course, you should also read through the entire psychological report and eligibility report.

There will be more details and background information which will be helpful in understanding the student.

If you have questions about something in the report, consult with the school psychologist.

I found it!

Help!

What if I cannot locate a summary paragraph in this section?

You will have to dig deeper by going to theactual TEST RESULTS section of the report and look at each relevant area.

Read the psychological:

Divided into sections.

Locate the Headings.

Focus on “Test Results”

Read the eligibility:

Study the test results

Find the Student Data tab.

Find the Decision Making tab.

Find the Eligibility tab.

Psychological: Summary sentence:

Results of the individual psychological evaluation given on 3/14/13 show that NAME is functioning in the average range of intelligence, as measured by the WISC- IV.

Summarizing Intellectual Ability Info

Psychological: Summary sentence:

Results of the individual psychological evaluation on 2/19/2013 show that NAME is functioning in the below average range of intelligence, as measured by the KABC-II.

Another Example

Eligibility Report: Summary Statement:

Results of the individual psychological evaluation on 2/22/12 were variable but indicate that NAME usually functions in the low average to well below average range of intelligence, as measured by the WISC-IV AND RIAS.

Another Example

I’m a teacher,

Not a Psychologist!

I tried to summarize the IQ testing but I am not sure it is right.

HELP!

Ask your lead teacher, DPF or school psychologist for feedback.

Psychological: Summary Sentences:NAME was given the KTEA-

II and TOWRE on 2/27/13. NAME showed average academic achievement in the areas of math computation, basic reading skills and comprehension, and oral language. Math reasoning skills were below average. Written expression and reading fluency were significantly below average.

Academic Achievement summary

Psychological: Summary Sentences:Academic testing via the

KTEA-II and WIAT-3 on 1/12/13 revealed that NAME is working on a late second grade level for reading comprehension (far below present grade placement of sixth grade). Her written expression skills are on an early third grade level. Math computation and reasoning skills were late fourth grade level. Reading fluency was a strength, on a late fifth grade level.

Another Academic Example

Eligibility Report: Summary sentences:

On 2/24/12 NAME was given the KTEA-II AND GORT-5. NAME showed low average academic achievement in the area of math computation. Reading and math reasoning skills were below grade/age expectations.

Another Academic Example

I’m a teacher,

Not a Psychologist!

I tried to summarize the academic testing but I am not sure it is right.

HELP!


Autism Definition: Autism is a developmental disability,

generally evident before age three, that adversely affects a student's educational performance and significantly affects developmental rates and sequences, verbal and non-verbal communication and social interaction and participation. Other characteristics often associated with autism are unusual responses to sensory experiences, engagement in repetitive activities and stereotypical movements and resistance to environmental change or change in daily routines. Students with autism vary widely in their abilities and behavior.

Autism Specific Info:

Developmental levels

Communication skills

Social Skills

Note any unusual responses, resistance to change, etc.

Disability Specific Info

Results of the psychological evaluation on 1/24/13 show that NAME is currently functioning in the range associated with a mild intellectual ability (based on KABC-II); however, results may not accurately reflect optimal abilities due to testing behaviors.

Academic achievement testing was completed on 1/16/13 using the WIAT-3. Results showed average basic reading skills but deficient performance for reading comprehension. Math and written expression skills were below average to borderline.

NAME showed a moderate to severe language disorder including difficulties with pragmatic language skills as measured by the TOLD-P 3 and informal observations by the SLP on 1/10/13. BASC-2 behavior rating scales completed by the teacher and parent in January 2013 were significant for hyperactivity, inattention, atypicality, and social problems both at school and at home. Adaptive behavior ratings on the ABI by the teacher and parent in January 2013 were below average both at home and at school, with communication and social skills reported as especially weak.

Results of the Gilliam Autism Rating Scale from February 2013 were significant; NAME was noted to have extreme difficulty with changes in routine both at home and at school.

Autism summary Example

Deaf/Hard of Hearing Definition:

A student who is deaf or hard of hearing is one who exhibits a hearing loss, whether permanent or fluctuating, that interferes with the acquisition or maintenance of auditory skills necessary for the normal development of speech, language, and academic achievement.

D/HH Specific Info:

Degree of hearing loss

Speech/language communication skills

Disability Specific Information

Results of the psychological evaluation on 4/16/12 show that NAME is functioning in the average range of intellectual ability for non-verbal skills; verbal intellectual abilities were significantly delayed (based on WISC-IV).

Academic achievement was assessed on 4/16/12 using the KTEA-II; results showed far below average skills in the areas of reading skills, reading comprehension, written expression, and math reasoning, on a kindergarten to early first grade level (compared to present grade placement of 4th grade). Math computation was a relative strength, on about a mid-third grade level.

Audiological evaluation by Head & Neck Specialties on 1/10/13 showed a moderate to severe bilateral hearing loss.

Based on informal observation and formal testing by SLP on 1/13/12, NAME uses a combination of sign language, lip reading, and oral language to communicate. Oral language testing via the TOLD-P 4 and TOPL-2 showed significant weaknesses in listening comprehension, oral expression, and pragmatic language skills.

Deaf/Hard of Hearing summary Example

EBD DefinitionAn emotional and behavioral disorder is an emotional disability characterized by the following: (1) an inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers, (2) an inability to learn which cannot be adequately explained by intellectual, sensory or health factors, (3) consistent or chronic inappropriate type of behavior or feelings under normal conditions, (4) displayed pervasive mood of unhappiness or depression, or (5) displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.

A student with EBD is a student who exhibits one or more of the above emotionally based characteristics of sufficient duration, frequency and intensity that it/they interfere(s) significantly with educational performance to the degree that provision of special educational services is necessary. Students may show external behavior problems and/or experience internal emotional problems.

EBD Specific Info:

Emotional characteristics

Behavioral problems

Discuss duration, intensity, frequency.


Results of the psycho-educational assessment on 5/15/13 showed that NAME has low average overall intellectual ability (based on Stanford-Binet IV).

On 5/7/13, academic achievement was tested via the KTEA-II. Results were deficient in both math and written language, on an early to mid-first grade level (compared to present grade placement of 5th grade). Reading skills and comprehension were below average on a mid- to late-first grade level.

Results of BASC-II behavior rating scales completed by NAME’s teacher and parent in April 2013 showed significant difficulties with non-compliance, acting out behaviors and verbal aggression as well as significant levels of anxiety. The parent rating scale also was significant for depression. Classroom observations (in March and April 2013) as well as informal projective assessment (on 5/15/13 by the school psychologist) also indicate some significant emotional/behavioral issues.

Emotional/behavioral disorder summary Example

Intellectual Disability Definition:

Intellectual disability refers to significantly subaverage general intellectual functioning which exists concurrently with deficits in adaptive behavior that adversely affect educational performance and is manifested during the developmental period.

MID/MOID/SID/PID Specific Information:

Adaptive behavior skills


NAME’s most recent individual psychological evaluation was completed on March 15, 2012. Results showed that his overall cognitive ability was in the range of a moderate intellectual disability (based on WISC-IV and K-BIT-2).

Academic testing (3/15/12) showed that NAME was functioning at about an early first grade level for reading and spelling and on about a mid-first to second grade level for math on the WRAT-4 (compared to present grade placement of 8th grade).

NAME’s adaptive behavior skills are also significantly below those of a typical 14-year old based on parent and teacher completed ABAS-II ratings in March 2012. Communication and daily living skills were noted to be especially weak while social skills were a relative strength for NAME.

Intellectual Disability summary Example

Orthopedic Impaired Definition:

Orthopedic impairment refers to students whose severe orthopedic impairments affect their educational performance to the degree that the student requires special education. Such impairment may be due to a birth defect, a disease (such as bone tuberculosis), or some other cause (such as cerebral palsy or muscular dystrophy).

OI Specific Info:

Medical information about the orthopedic impairment.

Information about the student’s movement abilities/limitations.


Results of the psychological evaluation on 3/15/13 show that NAME is functioning in the slow learner range of intellectual ability (based on UNIT).

In the area of academic achievement, results of the PIAT-R given on 3/15/13 showed below average to borderline skills in math, reading, and written expression.

According to a physician’s statement from Dr. J. D. Smith dated 1/12/13, NAME is diagnosed with muscular dystrophy and is confined to a motorized wheelchair. Informal observations in the classroom in Jan 2013 as well as teacher reports showed that NAME is able to grasp objects with his right hand and can print his name using a pencil with pencil grip, but handwriting is slow, laborious, and he is easily fatigued. He can use an adaptive computer keyboard and mouse for most written assignments. Oral language skills were age appropriate, based on informal observation by SLP in Feb. 2013.

Orthopedic Impairment summary Example

OHI Definition: Other health impairment means

having limited strength, vitality or alertness including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, and that: (1) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, or heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and Tourette Syndrome, and (2) adversely affects a student's educational performance.

OHI Specific Info:

Medical diagnosis

Limitations/Effect(s) of the health problem


Results of the psychological evaluation on April 1, 2013 show that NAME is functioning in the below average range of intellectual ability (based on the WISC-IV results).

Academic achievement was evaluated on 3/14/13 using the KTEA-II and TOWL-4. NAME performed below grade level in all areas. Reading skills and comprehension were his weakest areas, on about a second to third grade level. Math was an area of relative strength, on about a fourth grade level. Written expression skills were on a third to fourth grade level.

According to a physician’s statement from Dr. Henry Jones dated 7/12/13, NAME is diagnosed with Attention Deficit Hyperactivity Disorder which results in limited alertness to a significant degree.

Results of BASC-II and ADDES-3 behavior rating scales completed by the parent and teacher in February 2013 showed significant problems for inattention, hyperactivity, and distractibility both at home and at school.

Other Health Impairment summary Example

SDD Definition: The term significant developmental

delay refers to a delay in a child’s development in adaptive behavior, cognition, communication, motor development or emotional development to the extent that, if not provided with special intervention, the delay may adversely affect a child’s educational performance in age-appropriate activities. The term does not apply to children who are experiencing a slight or temporary lag in one or more areas of development, or a delay that is primarily due to environmental, cultural, or economic disadvantage or lack of experience in age appropriate activities.

SDD Specific Info:

Adaptive behavior skills

Communication skills

Motor skills

Social/emotional skills


Results of the psychological evaluation on 11/2/12 show that NAME performed in the below average range of intellectual ability on the KABC-II. However, results may have been affected by test behavior and may not reflect optimal abilities.

In the area of academic achievement, results of the TERA-3 and TEMA-3 (given 11/2/12) showed far below average performance for both reading readiness and math readiness.

Significant delays were noted on ABAS-II adaptive behavior rating scales completed by the parent and daycare teacher in October 2012. Developmental Profile-II and TOLD-P 4 results from Oct. 2012 showed that communication skills were significantly delayed. Motor skills and social/emotional skills were rated as age appropriate on the DP-II.

Significant Developmental Delay summary Example

SLD Definition:Specific learning disability is defined as a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not apply to students who have learning problems that are primarily the result of visual, hearing or motor disabilities, intellectual disabilities, emotional or behavioral disorders or environmental, cultural or economic disadvantage.

SLD Specific Info:

Information about processing strengths/weaknesses


Eligibility Report(Student Data Tab) Psychological Report

Processing information may be mixed in with the IQ subtest results.

There also may be individual test results specific to processing.

For example: VMI, CTOPP, etc.

Where do I find the info on Processing for LD?

Results of the psychological evaluation on 3/15/13 show that NAME is functioning overall in the average range of intellectual ability (based on WJ-III).

Academic achievement was assessed on 2/12/13 via the WIAT-3 and KTEA-II. Results showed average achievement for math computation and oral language skills. Math reasoning skills were low average. Reading skills, reading comprehension, and written expression were significantly delayed, on about a mid-second to third grade level (compared to present grade placement of 6th grade).

Testing on 3/15/13 showed processing deficits in auditory discrimination (CTOPP-2), organization (WJ-III Concept Formation subtest), and visual-motor integration (VMI-5). Memory skills, both short-term and long-term, were relative strengths, as shown on Long-Term Retrieval and Short-term Memory subtests of the WJ-III.

Specific Learning Disability summary Example

Speech/Lang Definition: Speech or language impairment

refers to a communication disorder, such as stuttering, impaired articulation, language or voice impairment that adversely affects a child’s educational performance. A speech or language impairment may be congenital or acquired. It refers to impairments in the areas of articulation, fluency, voice or language. Individuals may demonstrate one or any combination of speech or language impairments.

Speech/Lang Specific Info:

Type of communication disorder

Articulation skillsLanguage skillsFluency informationVoice information


Results of the psychological evaluation on 3/15/13 show that NAME is functioning in the average to low average range of intellectual ability (KABC-II).

Academic achievement was evaluated on 3/15/13 using the KTEA-II. Results showed average skills in math, low average skills in reading comprehension, and below average performance in basic reading skills and written expression.

The SLP conducted speech/language assessment using the Joliet, T-MAC, TOLD-P 4 and informal speech samples on 3/2/13. Results showed a moderate to severe articulation disorder and a mild to moderate language disorder. Voice and fluency were age appropriate.

Speech/Language impairment summary Example

TBI Definition: Traumatic Brain Injury (TBI) refers to an

acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects the student's educational performance. The term applies to open or closed head injuries resulting in impairments which are immediate or delayed in one or more areas, e.g., cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, speech, and information processing. These injuries may intensify pre-existing problems in these areas as well. Resulting impairments may be temporary or permanent in nature.

TBI Specific Info:

Medical information regarding injury

Information about functional limitations/effects

Information about any impaired skills


Results of the psychological evaluation on 8/15/13 show that NAME is currently functioning in the borderline range of overall intellectual ability; there was a significant degree of subtest scatter indicating strengths and weaknesses (based on WISC-IV).

Academic achievement testing was completed on 8/15/13 using the WIAT-3. Results showed below average skills for listening comprehension, reading comprehension, math calculation, and written expression. Oral expression and math reasoning skills were average to low average. Basic reading skills were average.

According to a medical report dated 7/22/13 from Dr. Sam Surgeon, NAME had a closed head injury as a result of an automobile accident. Current results of the WISC-IV show deficits in working memory (WMI), attention (PSI), and reasoning skills (PRI). BASC-II behavior rating scales completed by the parent and teachers in August 2013 show significant problems with inattentiveness and poor adaptability.

Traumatic Brain Injury summary Example

Blind/Visually Impaired Definition:

A student with a visual impairment is one whose vision interferes with functioning in a regular school program or, for preschool-age children, in learning tasks. Examples are students whose visual impairments may result from congenital defects, eye diseases, or injuries to the eye. Visual impairment is determined on the basis of a current examination by an ophthalmologist or optometrist.

VI Specific Info:

Medical information related to the visual problems

Functional limitations resulting from the visual impairment


Results of the psychological evaluation on 3/15/13 show that NAME is functioning in the low average range of intellectual ability (based on Verbal sections of the WISC-IV).

Academic achievement was assessed on 3/15/13 using the BASIS and WIAT-3. Results showed average skills for oral language. Math, reading, and written expression skills were below age/grade expectations.

Results of the eye report from Dr. Sharon Shaw dated 1/12/13 showed 20/200 vision in the right eye with best correction and 20/90 vision in the left eye with best correction.

Results of the low vision and functional vision assessments completed on 3/14/13 show that NAME is able to read 32 font enlarged print. NAME can distinguish all colors but is sensitive to bright lights and has a limited field of vision (20°).

Blind/Visually Impaired summary Example

I’m a teacher,

Not a Psychologist!

I tried to summarize the disability specific information but I am not sure it is right.

HELP!


I’m a teacher,

Not a Psychologist!

What if I have a student who is eligible in more than one category?

How would I dealwith that?

Summarize the IQ and academic information.

Summarize the disability specific information for primary area of eligibility.

Summarize the disability specific information for other area(s) of eligibility.

(No need to repeat information on IQ and academics)

More than one category of eligibility

Results showed that NAME’s overall cognitive ability was in the range of a moderate intellectual disability (based on WISC-IV and KBIT-3 3/15/12). (IQ results)Academic testing (on WRAT-4 3/15/12) showed that NAME was functioning at about an early first grade level for reading and spelling and on about a mid-first to second grade level for math (compared to present grade placement of 8th grade). (Academic results)NAME’s adaptive behavior skills are also significantly below those of a typical 14-year old (Parent and teacher ABAS-II March 2012). Communication and daily living skills were noted to be especially weak while social skills were a relative strength for NAME. (Primary eligibility specific info)Speech/language assessment (on 3/10/12 via Joliet and TOAAL-4) showed a moderate to severe language impairment. Articulation, voice and fluency were within normal limits. (Secondary eligibility specific info)

MOID and Speech eligibility example

Where would I find other evaluation reports?

REPORTS FROM THE SLP or OT/PT MAY BE in 2 places:

1.Attached IN THE “Attach files to Student info” section at the bottom of the FORMS Manager in SEMS. (where most will be located)2.Under Tracker Office “Specialist Evaluations” section. (other place to check)

Related services such as OT, PT, O&M, etc. are not separate categories of eligibility.

They are merely related services that a student might require to access their education.

OT/ PT or other related service persons would discuss their evaluation results in their part of the PLOP.

You do NOT need to summarize the OT or PT results in the summary of individual test results which you must compose for the PLOP.

Related Services are not categories of eligibility

Sometimes, the school psychologist includes additional evaluation results which may NOT pertain to the category of eligibility but which (1) were used to rule out other areas of eligibility or which (2) may be educationally relevant.

Example 1= a report on a student who is SLD may also contain results about behavior rating scales or adaptive behavior to rule out emotional or intellectual disabilities.

Example 2= a report on a student who is SLD may also contain information about medical conditions (such as ADHD) which also affect school performance.

Other Important information in the Psychological report

Results of the psychological evaluation on 3/15/13 show that NAME is functioning overall in the average range of intellectual ability (based on WJ-III).

Academic achievement was assessed on 3/2/13 via the KTEA-II and WIAT-3. Results showed average achievement for math computation and oral language skills. Math reasoning skills were low average. Reading skills, reading comprehension, and written expression were significantly delayed, on about a mid-second to third grade level (compared to present grade placement of 6th grade).

Testing on 3/15/13 showed processing deficits in auditory discrimination (CTOPP-2), organization (WJ-III Concept Formation subtest), and visual-motor integration (VMI-5). Memory skills, both short-term and long-term, were relative strengths, as shown on long-Term Retrieval and Short-term Memory subtests of the WJ-III.

Results of BASC-II behavior rating scales completed by the teacher and parent in February 2013 did not indicate any areas of significant difficulty. ABI adaptive behavior rating scales from school and home (Feb. 2013) showed age-appropriate skills.

SLD example with extra info

Results of the psychological evaluation on 3/15/13 show that NAME is functioning overall in the average range of intellectual ability (based on WJ-II). Academic achievement was assessed on 4/10/13 via the WIAT-II and KTEA-II. Results showed average achievement for math computation and oral language skills. Math reasoning skills were low average. Reading skills, reading comprehension, and written expression were significantly delayed, on about a mid-second to third grade level (compared to present 6th grade placement). Testing on 3/15/13 showed processing deficits in auditory discrimination (CTOPP-2), organization (WJ-III Concept Formation subtest), and visual-motor integration (VMI-5). Memory skills, both short-term and long-term, were relative strengths, as shown on Long-Term Retrieval and Short-term Memory subtests of the WJ-III. Results of BASC-II behavior rating scales completed by the teacher and parent in Apr. 2013 did not indicate any areas of significant difficulty. ABI adaptive behavior rating scales from school and home (Apr. 2013) showed age-appropriate skills.

Sld Example in paragraph form

Questions?

Thanks for your attention!

Documents

Finding the Key information for the IEP PLOP SUMMARIZING THE PSYCHOLOGICAL